The student will be able to:

1. Navigate the college campus, access resources, and gain an awareness of college pathways.
2. Improve proficiency in critical reading.
3. Improve proficiency in academic writing.
4. Develop strategies for tackling high-stakes assignments across the curriculum.
5. Gain meta-cognitive awareness of personal attitudes and behaviors necessary for college success.
6. Develop personal strategies to overcome obstacles and persist through academic and institutional challenges.
7. Engage in service leadership by presenting learning experiences, success strategies, and/or projects to the campus community.

1. Navigate the college campus, access resources, and gain an awareness of college pathways
   1. Identify, locate and begin to access campus resources
      1. Student support services, such as:
         1. Counseling
         2. EOPS
         3. Financial Aid
      2. Academic support services, such as:
         1. The Learning Resource Center
         2. Teaching and Learning Center
         3. STEM Center
         4. Pass the Torch
         5. Foundations Lab/The Garden
         6. STEM Center
         7. Library
      3. Course management and materials resources, such as:
         1. Canvas
         2. Zoom
         3. Studio Tools
         4. Google Docs
2. Identify and explore potential pathways for success and achievement of academic goals, such as:
   1. Academic paths for transfer, certificates, and degrees at the 2-year college
   2. Guided Pathways Maps
   3. The English sequence and learning communities, such as:
      1. Puente
      2. Umoja
      3. ENGL 1S/1T
   4. University and 4-year colleges
3. Begin to develop a personal path for success, for example:
   1. Determine a major, or area of study or interest
   2. Create an Educational Plan with a counselor
   3. Visit a university for a campus tour
   4. Explore courses of interest across the curriculum
4. Improve proficiency in critical reading
   1. Develop meta-cognitive awareness of reading as a process of engagement between the reader, the text/author, and the world, such as:
      1. Reflect on the "Ongoing Conversation" within academic texts and discourse
      2. Explore models of Integrated Reading & Writing (IRW)
      3. Visualize the intersection of reader, author, and world through Venn Diagram Questioning Circles
   2. Gain and express personal agency as a reader, such as:
      1. Opinions of agreement and disagreement with an author's argument
      2. Debate with classmates on a topic, issue or situation within a text
      3. Personal preference for different texts or genres
      4. Individualized reading strategy chosen to fit a learning style
   3. Learn and explore a variety of active reading strategies, such as:
      1. Annotation
      2. Freewriting
      3. Think-pair-share
      4. Questioning the author
      5. PPPC (Preview, Predict, Pre-read, Code)
      6. KWL+ (What do you know, what do you want to know, what did you learn, what else?)
      7. IRW Questioning Circles & Question Stems
   4. Strengthen academic textual literacy and practice identifying critical elements of expository texts, such as:
      1. Genre
      2. Form
      3. Essay structure
      4. Paragraph structure
      5. Thesis
      6. Main ideas
      7. Supporting details
   5. Develop basic strategies to discover a writer's or speaker's argument and purpose, such as:
      1. Previewing the text
      2. Researching the author
      3. Investigating logos, ethos, and pathos within the text
      4. Identifying diction and tone
5. Improve proficiency in academic writing
   1. Develop meta-cognitive awareness of the writing process
      1. Understand the reading-writing connection, and that academic texts serve as models and information for student writing
      2. Understand writing as a recursive process with stages for development and refinement
   2. Identify and practice important stages and techniques in the writing process, such as:
      1. Pre-writing: brainstorming, freewriting, debating, clustering, and mapping
      2. Planning and outlining
      3. Drafting
      4. Peer review
      5. Revising
      6. Editing
   3. Practice crafting a basic thesis statement and topic sentences in response to direct questions or tasks for college-level assignments
   4. Practice crafting and organizing paragraphs and essays
   5. Practice sentence level skills, including sentence-combining, grammar, and mechanics
6. Develop strategies for tackling high-stakes assignments, including timed exams, text-based essays, research essays, tests and presentations in English and across the curriculum
   1. Practice reading and understanding the criteria and requirements for a variety of writing assignments across the curriculum, such as:
      1. Prompts from English composition and literature, psychology, sociology, biology, history, health, art history, media, and child development
   2. Gain class experience and practice for high-stakes settings or assignments, such as:
      1. Challenging essay topics
      2. Text-based or research-based papers
      3. In-class exams or tests
      4. Taking notes on lectures or films
      5. Oral presentations
   3. Apply reading and writing strategies to develop a process for responding to difficult tasks
7. Develop meta-cognitive awareness of attitudes and behaviors necessary for college success
   1. Reflect on past experiences to identify personal challenges posed by reading, writing and college
   2. Use mindfulness practices to cultivate strategies for managing stress and anxiety while increasing focus
   3. Evaluate models of successful students and programs to identify existing and newly developing strengths and strategies within the student that could be applied to challenges
8. Present strategies for academic success to others in order to internalize skills and mindsets, for example:
   1. Class presentations: group and individual
   2. Multi-media presentations for campus and community audiences, including video, blogs, websites, slides, webtoons, etc.
   3. Campus-wide presentations in groups, for example:
      1. ​Student Orientations, Day on the Hill, Opening Day activities, Guided Pathways events
      2. Research & Service Leadership Symposium
9. Explore opportunities for campus and community engagement, and interdisciplinary activities, for example:
   1. Student Leadership programs and projects within the ASFC, including CAP
   2. Clubs and Heritage Month events
   3. Research & Service Leadership Symposium
   4. Business Innovation Challenge
   5. Internships
   6. Creative Release literary magazine; journalism in The Script

Not applicable.

In-class reading and writing
Practice exams
Study skills practice
Peer and group work
Class discussion and participation
Final presentation of student learning
Service leadership and creative projects

Lecture and direct instruction on topics
Class discussion (whole class and small group) on readings, topics and strategies
Small group and individual work on reading and writing skills
Instructor-guided, workshop-based development of written work
Presentations followed by in-class discussion, peer and instructor evaluation
Experiential learning through campus engagement followed by class presentations
Independent, supported, online learning in course modules
Regular group and/or individual tutoring with instructor and embedded tutors

Graff, Gerald, Cathy Birkenstein, and Russel Durst. They Say, I Say: The Moves That Matter in Academic Writing, with Readings, 5th ed.. 2021.

Altman, Pam, Lisa Metge-Egan, and Mari Caro. Sentence-Combining Workbook, 5th ed.. 2018.

Instructor should provide a selection of appropriate, college-level readings sampling from representative texts across the disciplines, as well as reference materials focused on the strategies for integrated reading and writing and sentence-level skills. Above are two works that exemplify this blend of resources. The Graff, et al., text is an example of an anthology of readings with writing strategies, and the Altman, et al., text an example of a sentence combining or grammar workbook.

Supplementary assignments may be undertaken at the request of the student, including: completion and revision of in-class writing assignments; reading of a full-length book; meeting with embedded, peer, or faculty tutors; practice in sentence combining and construction; presentations; guided placement or development of an Educational Plan with counselors.